thinking themes: colonial people ages 10+

www.macmillan.com.au Samantha Frappell

Activities to switch on thinking skills!Activities to switch on thinking skills!

45 photocopiable pages

ages

10+At last, here is a practical resource that cross-references multiple intelligences with critical and creative thinking skills! Each title in the Thinking Themes series contains a set of ready-to-use activities built around a popular topic. Each activity is linked to both an intelligence and a thinking skill.

Use the activities as a library learning centre, or add them to an integrated unit. However you use the series, it will enable you to teach to your students’ strengths and develop their weaker intelligences, while consciously and systematically incorporating thinking skills into your program.

The perfect partner . . .

Each title in the Thinking Themes series can stand alone. Or use it as a companion to the Macmillan Library series.

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acmillan Education Austra

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Samantha Frappell

ages

10+

Activities to switch on thinking skills!

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First published in 2012 by

MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141

Visit our website at www.macmillan.com.au

Associated companies and representatives throughout the world.

Copyright © Samantha Frappell/Macmillan Education Australia 2012Thinking Themes: Colonial People Ages 10+

ISBN 978 1 4202 9732 4Publisher: Sharon DalgleishManaging editor: Bonnie WilsonEditor: Sarah PayneDesign and illustrations: Nice StuffProduction controller: Janine Biderman

Printed in Australia by TYPO Corporate Services, South Melbourne

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Reproduction and communication for other purposesExcept as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher.

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Convicts 4

Domestic servants 15

Gold diggers 23

Squatters 34

Colonial Australia 42

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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4

Task 1

Imagine that you are a convict who worked outdoors.

Consider the climate, insects and animals that convicts might have encountered while they worked. Complete the table to show the positives and negatives of the Australian climate and wildlife.

IntelligenceNaturalistic

Thinking skillEvaluating

Convicts

Write a letter home to your family to tell them about the Australian environment. Try to convince them to join you in Australia.

Clim

ate

Wild

life

NegativePositive

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Task 2

IntelligenceVerbal-linguistic

Thinking skillRemembering

Convicts

Use library books or the internet to research the life of a convict. Use the research to make a biography file.

Convict’s name _______________________________________________________________________________________________________________________________

Date of arrest ____________________________________________ Place of arrest ___________________________________________________________

Crime committed _____________________________________________________________________________________________________________________________

Where he or she was sent _____________________________________________________________________________________________________________

Draw a portrait of the convict.

Write a summary of what happened during the convict’s life. What were the significant events in his or her life?

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IntelligenceLogical-mathematical

Thinking skillApplying

Task 3

Convicts

Life as a convict could be awful and many tried to escape. Several convicts did escape, and some made it all the way to England.

Imagine that you are a convict planning an escape. Write down six items you would take with you. Explain why you chose these items.

Now, draw a mind map that predicts four possible outcomes of your escape attempt.

Item Reason I would take this item

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IntelligenceBodily-kinaesthetic


Task 4

Convicts

Make a board game where players progress from being convicts to obtaining their ticket of leave.

Make a list of penalty cards and bonus cards to include in the game. For penalty cards, think about circumstances that would make a convict’s life difficult. This could include type of work, type of master and the weather. For bonus cards, think about circumstances that would make a convict’s life easier or more enjoyable.

List all the craft materials you will need to make the game. Plan what the board, player pieces, cards and any decorations will be made from. You will also need a die.

Now, construct the game cards, player pieces and board. Play the game with some classmates.

Bonus cards

Example: Master gives you a day off

Type of bonus

Example: Move ahead two spaces

Penalty cards

Example: Caught stealing food

Type of penalty

Example: Miss a turn

A ticket of leave was a

document that allowed a

convict to work and have

some freedom, before

his or her sentence

was finished.

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IntelligenceMusical-rhythmic

Thinking skillCreating

Task 5

Convicts

Write a rap to describe the life of a convict. Give it a strong rhythm and include rhyming words. Think about facts to do with convicts and their lives that you could include.

Now, rehearse your rap and perform it for the class.

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Thinking skillUnderstanding

Task 6

Convicts

Convict lives were full of drama. Convicts had to endure the long, difficult journey to Australia, the threat of punishment and rebellions. Some convicts even escaped.

Work in a group of four. Use library books or the internet to find out about the lives of convicts. Think about how you could show different events in a convict’s life through dance. Different members of the group could take on different roles. Plan the movements for the dance.

Now, rehearse and perform the dance for the class.

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Thinking skillAnalysing

Task 7

Convicts

1 Research the leg-irons that convicts sometimes had to wear. Find out what they looked like and how they worked.

2 List all of the craft materials you will need to make a model of a set of leg-irons. Choose strong materials that will not break easily.

3 Now, use the craft materials to make a set of leg-irons. 4 Put on the completed leg-irons and see what they feel like to wear. Imagine that you have

to wear the leg-irons to perform everyday activities. Think about how the leg-irons would affect you. Explain the effect that the leg-irons would have for each activity.

Action

Cleaning teeth

Getting dressed

Eating breakfast

Walking

Running

Talking to friends

Playing sport

Reading a book

Effect (little or no effect, some effect, great effect)

Explanation

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IntelligenceIntrapersonal


Task 8

Convicts

In 1788, 11-year-old Mary Ann Wade stole a frock, a scarf and a cap from another child. Mary sold the clothes to get money to buy food for her family. She was arrested and transported to Australia. Many convicts were transported to Australia because they had committed theft.

Do you think there are some circumstances where stealing is acceptable? Explain your answer.

_________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

Do you think transportation to Australia was a fair punishment for stealing a frock, a scarf and a cap? Why or why not?

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What other forms of punishment were there for stealing in England in the 1780s?

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Do you think transportation to Australia was the worst punishment at the time? Explain your answer.

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Imagine you are a judge in England in the 1780s. How would you sentence somebody convicted of theft? Why?

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Task 9

Convicts

Describe five different sounds that a convict might have heard during the day. How might he or she have felt when hearing each of these sounds?

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Task 10

Convicts‘Mary peeked out from her hiding place behind the tea chest. She spied the governor’s little boat, tied up at the end of the dock. A daring plan began to form in her mind.’

Use this sentence to write a story about a convict escape. You can use the sentence at the beginning or in the middle of the story. Plan your story here.

Now, write the story on a separate sheet of paper.

Title

Main characters Setting

Complication

Climax

Resolution

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Task 11

Convicts

Many convict songs describe the hardships of transportation to Australia and convict life.

Use library books or the internet to find a convict song.

Song ______________________________________________________________________________

What hardships of convict life does the song describe?

Now, write your own song about convict life. You could use a familiar tune such as ‘Waltzing Matilda’.

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IntelligenceVisual-spatial


Task 12

Domestic servants

Domestic servants worked from sunrise to sunset.

Research the life of a domestic servant. Find out what sort of work they would do during a typical day.

Use the research to draw a day in the life of a domestic servant. Write a caption for each picture.

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Task 13

Domestic servants

List five aspects of a domestic servant’s life that you think were unfair. Think about how long they worked, what work they did, how much they were paid and how much free time they had. Then, suggest how their lives could be improved.

Unfair aspect Suggestion for improvement

Now, write a letter to the governor of the colony asking for new laws to improve the lives of domestic servants. Structure your argument using evidence and persuasive language.

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Task 14

Domestic servants

Imagine you are a domestic servant in colonial Australia. Your master and mistress are planning a big dinner party.

Create three diary entries describing what you experience during the two days of preparation and the actual day of the dinner party. Include details such as the food, the demands of your master and mistress, the behaviour of the guests, and how you feel.

(delivering invitations and planning the menu)

(shopping and cleaning)

(cooking, serving the guests and cleaning up)

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Task 15

Domestic servants

Think about the life of a domestic servant in colonial Australia. Consider what they ate, what they wore, what work they did and other aspects of their lives. Write as many descriptive words as you can about domestic servants.

Now, write a haiku about colonial domestic servants.

A haiku is a simple form of Japanese poetry that paints a picture of a scene. It is made up of three lines and usually contains a ‘seasonal word’ such as sun, fog, spring or snow. A syllable-based haiku has a 5–7–5 syllable pattern.

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Task 16

Domestic servants

Write a list of jobs that a domestic servant in colonial Australia had to do.

Name of machine

Choose one of these jobs. Invent a machine that could do this job for the domestic servant.

Think about what sort of energy source you could use to power the machine. It must be something that was available in colonial Australia.

Draw and label the machine. Give the machine a name.

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Task 17

Domestic servants

Design the cover for a book about the life of domestic servants in Australia.Decide on a title for the book.

Think about the visual elements of the cover design. What will represent the life of a domestic servant in colonial Australia and make readers want to buy the book? Plan the colours, images and fonts that you will use.

Title

Images FontsColours

Explain why you have chosen the colours, the font for the title and the images in the design.

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Now, draw the book cover.

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IntelligenceInterpersonal


Task 18

Domestic servants

How do you think you would have coped as a domestic servant in colonial Australia?

Look at the list of domestic tasks. On the left, write how a colonial domestic servant performed these tasks. On the right, write how you would perform these tasks today.

Imagine you have travelled back in time to colonial Australia. You have to do all of these tasks. Which task is the most difficult compared to the 21st century? Why?

_________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

Clean floors

Wash clothes

Iron clothes

Make bed

Wash dishes

Dust furniture

Cook food

Tidy room

Task Colonial domestic servant You

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Task 19

Domestic servants

Work in a group of three. Imagine that you live in colonial Australia and your household needs to hire a new domestic servant.

Brainstorm all the jobs that the new domestic servant will need to do.

Now try this . . . As a class, make the classifieds section of a 19th century newspaper. Use each group’s job advertisements to compile the page.

What sort of personality should your servant have?

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What physical skills should your servant have?

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What experience should your servant have?

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In your group, write an advertisement containing your requirements to put into the local newspaper. Think about how an advertisement would have been written in the 19th century, and the language that would have been used. Use language that would persuade somebody to come and work for you.

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Think about• typeofhousing• leisureactivities• food• chanceoffindinggold



Task 20

Gold diggers

What was life like for a gold digger?

Complete the PMI chart to show the pluses, minuses and interesting points about life as a gold digger.

Now, imagine that you are a gold digger. On the back of this page, write a speech about your life as a gold digger.

Practise and perform the speech for the class.

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Task 21

Gold diggers

Imagine that you could travel back in time and be a gold digger on the Australian goldfields. How would your life change? Would it be better or worse? Compare your modern life to a gold digger’s life.

Food

Clothing

Work

Education

Leisure activities

Housing

Gold digger Me Which is better? Why?

Would you like to have been a gold digger? Why or why not?

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Task 22

Gold diggers

Most of the biggest gold nuggets in the world were found in Australia.

Use library books or the internet to find out the names and weights of the four largest gold nuggets ever found in Australia.

Now try this . . . Draw a time line to show when each nugget was discovered.

Make a bar graph that shows these four nuggets in order from lightest to heaviest.

Name of nugget When it was found

Where it was found

Who found it Weight of nugget

Nugget

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Task 23

Gold diggers

Work in a group of four. You have been asked to provide the music for a drama about life in the Australian goldfields. Write the type of music you think would be appropriate for each scene. Think about speed, volume, mood and types of instruments.

As a group, choose your favourite scene. Make up music to accompany the scene. Use body percussion and instruments you can find in the classroom or school. Practise and perform the music for the class.

Scene

Main character decides to become a gold digger

Main character does not find any gold

A fight breaks out between two gold diggers

The gold diggers hold a birthday party

Main character finds gold

Speed/volume of music Mood of music Instruments

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Task 24

Gold diggers

Design and make a diorama to illustrate life on the Australian goldfields.

1 Brainstorm all the elements of life on the goldfields that you could include.

3 Plan the diorama in the box. Label each part of the diorama.

4 Now, make the diorama. Include a label.

2 List the craft materials you will need.

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Task 25

Gold diggers

Imagine that you have been asked to design a history theme park to teach school students about the Australian gold rushes. Think about historical artefacts that visitors will see, rides that they can go on, educational material that they can watch or listen to, and other attractions.

Do you think that historical theme parks are a good way for students to learn about the gold rushes? Why or why not?

_________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

Now, draw a map of the theme park.

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Task 26

Gold diggers

Riots and unrest were part of life on the Australian goldfields. Anger about having to buy a gold miner’s licence, jealousy of other miners’ success and racism were all reasons for discontent.

Work in a group of three. Choose a riot on the goldfields to investigate. You could choose the Lambing Flat riot, the Eureka rebellion, the Buckland Valley riot or another incident.

Riot _______________________________________________________________________________________________________________________________________________

In your group, research the riot to make a class presentation. Assign a task to each member of the group.

As a group, use computer software to make a slide show presentation about the riot. Present it to the class.

Group member Task

Now, record your group findings.

Date of riot Picture

Where it happened

What the riot was about©

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Task 27

Gold diggers

Work in a group of four. Imagine that a riot has just begun on the Australian goldfields over the miner’s licence. The miners don’t want to pay for the licence. The police have to arrest the rioting miners.

In your group, brainstorm how two miners from different backgrounds and with different opinions would feel about the riot. Then, brainstorm how a police officer would feel about the riot. Finally, write questions that an interviewer could ask.

Now, imagine that radio existed during the gold rushes. Assign a role to each group member. Practise and perform a role-play of a radio interview about the riot.

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Task 28

Gold diggers

Work in a group of four. Create a storyboard for a dramatic event on the goldfields. Include dialogue, sound effects, small pictures and camera directions.

Event _____________________________________________________________________________________________________________________________________________

Setting __________________________________________________________________________________________________________________________________________

Characters __________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

In your group, act out the scenes from the storyboard.

Dialogue: Dialogue: Dialogue:

Sound effects:

Sound effects:

Sound effects:

Camera direction:

Camera direction:

Camera direction:

Dialogue: Dialogue: Dialogue:

Sound effects:

Sound effects:

Sound effects:

Camera direction:

Camera direction:

Camera direction:

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Task 29

Gold diggers

Use library books or the internet to research how a gold digger would have spent his or her day. Write a schedule for a day in the life of a gold digger.

Add up how much time the gold digger spent on each activity.

Activity

Sleep

Work

Leisure

Eating

Personal hygiene

Time

Draw a picture to show how the gold digger spent most of his or her time.

12 am 12 pm

1 am 1 pm

2 am 2 pm

3 am 3 pm

4 am 4 pm

5 am 5 pm

6 am 6 pm

7 am 7 pm

8 am 8 pm

9 am 9 pm

10 am 10 pm

11 am 11 pm

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Gold diggers



Task 30

Imagine that time travel is possible. What would a gold digger from the 19th century enjoy about a holiday in the 21st century? List your ideas in the box.

Create a poster for a time travel agency advertising life in the 21st century. The poster must appeal to gold diggers from the middle of the 19th century.

Use colours, fonts and images that would appeal to a 19th century gold digger. Think about a catchy slogan to include.

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Task 31

Squatters

Imagine you are a bird flying over a squatter’s land. What would you see?

Write a list of all the features you might see. Think about the different plants, animals, workers, buildings and water features in the landscape.

Now, draw and colour a bird’s-eye view of the squatter’s land. Label the features that you include.

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Task 32

Squatters

Colonial songs were usually about aspects of everyday colonial life.

Find a sheep-shearing song from the colonial period.

Place a tick in the box which best describes the song you have chosen.

Would the song be helpful to play in the background while shearing sheep? Why or why not?

_________________________________________________________________________________________________________________________________________________________

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Play the song to the class. Explain whether or not this is a good song to play while shearing sheep and why you think that.

Song __________________________________________________________________________________________________

Song qualities Yes No

Good rhythm to work to

Fast-paced

Melody is easy to sing

Chorus that everyone can join in with

Fun, cheerful mood

Words are about sheep or shearing©

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Task 33

Squatters

Write down as many words as you can that relate to squatters.

Work in a group of four. Write any words that others in your group thought of that are not on your list.

As a group, choose the five best words. Explain why you chose each of these words.

Word Why we chose this word

In your group, make a collage on art paper that includes these words. Use letters and words from newspapers or magazines, or write the words. Cut out pictures or draw pictures to represent the words.

Then, present your finished collage to the class. Display the collages in the classroom or school library.

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Squatter



Task 34

Squatters

1 Work in a group of three. Plan a television interview with a well-known squatter. In your group, decide who you will interview.

Assign a task to each group member to help research and write the interview.

2 Now, practise the interview. Perform the interview for the class.

3 Think about your group’s performance. As a group, describe how well you performed.

Did we speak loudly and clearly? ___________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

How well did we use gestures and body language? ______________________________________________________________

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How well did we use facial expressions? ________________________________________________________________________________

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How well did we work as a group? ________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________

Group member Task

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Task 35

Squatters

Imagine you are the location manager for a new movie about squatters. Write down the landscape features that you would need for each scene in the film. Think about what sort of weather conditions and time of day would make the scenes interesting.

Choose one scene. Draw a picture of the ideal landscape for this scene.

Scene

Squatter’s property

Local town

Sheep round-up

Shearing time

Search for a lost child

Family celebration

Landscape features Weather Time of day

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Task 36

Squatters

Imagine you are the son or daughter of a wealthy squatter. You are writing a column for a magazine called The Fashionable Colonial to describe your favourite outfit.

Include details such as the fabric it is made of, the style and the colours. Describe how your outfit makes you feel when you walk around town.

Draw a picture of yourself in your colonial outfit. Include a caption.

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Caption

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Task 37

In colonial Australia there were problems with sheep shearing that affected sheep, shearers and squatters.

Research the problems. For each problem, come up with a possible solution.

Squatters

Group

Sheep

Shearers

Squatters

Problem Solution

Use one of your solutions to invent a new sheep shearing machine. Design your machine and give it a name. Label each part of the design.

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Task 38

Squatters

The weather was very important to squatters. Drought, flood, spring rains and sunny weather each had a big impact.

Complete the table to show how each weather condition would affect a squatter’s land and sheep.

Drought

Spring rains

Flood

Sunny weather

Weather condition

Drought

Flood

Spring rains

Sunny weather

Effect on land Effect on sheep Squatter’s feelings

Now, draw a series of pictures to show the effects of drought, flood, spring rains and sunny weather on the life of a squatter.

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Task 39

Colonial Australia

In colonial Australia, people ate food sourced from the animals they farmed, the fruit and vegetables they grew, and native Australian plants and animals.

Make a list of some of the foods eaten by different groups of people in colonial Australia.

Now, list the animals and crops farmed to produce these foods or the native source of the food.

Convict labourer Domestic servant Gold digger Squatter

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Object



Task 40

Choose an everyday colonial object. It could be a tool, a piece of clothing, a utensil, money, a toy or something different. Research the object and find pictures of it.

Draw and label the object.

Now, figure out how to make a model of this object. List the craft materials you will need.

Then, make the object.

On a card, write a description for the object. Explain what it was used for and who used it.

Display the object with its descriptive card.

Colonial Australia

Materials

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Task 41

Colonial Australia

Research the life of either John Macarthur or Elizabeth Macarthur. Then, research the life of a convict or a domestic servant. Compare the different kinds of lives that they lived. Use the research to complete the table.

Which of the two people’s lives would you prefer to have lived? Why?

_________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

Clothing

Food

Type of housing

Type of work done

Time spent on work

Leisure activities

Amount of free time

Other interesting facts

Convict or domestic servantJohn or Elizabeth Macarthur

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Task 42

Colonial Australia

Damper was a popular type of bread made in colonial times. Damper was made from flour and water and cooked in the ashes of a fire.

Use library books or the internet to find a recipe for damper. Copy each step of the recipe into the left column.

Make up a mime to go with each step of the recipe. Write the actions in the right column. Think about any props that you could use, such as utensils and bowls.

Now try this . . .

With the help of an adult, try the recipe at home. You could bring your damper to school to share with the class.

Source of recipe

Name of recipe

Step Action and props

Now, mime the recipe for the class.

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Task 43

Colonial Australia

Imagine that you live in colonial Australia, and that you have just discovered a new plant species. You decide to name it after your favourite colonial person.

Write your finding in your botany journal. Describe where and when you found the plant and what it looks like. Write details about the plant, such as whether it flowers and when, how much water it uses, and how quickly it grows. Explain why you named the plant after your chosen colonial person. Describe how you felt when you discovered the plant.

Include a drawing of the plant. Label its parts.

Caption

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Name Date



Task 44


Colonial Australia

Find out about the tea-chest bass, a traditional colonial Australian instrument.

What is it made from? ____________________________________________________________________________________________________________________

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How is it played? ____________________________________________________________________________________________________________________________

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What sort of sound does it make? _________________________________________________________________________________________________

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Draw and label a diagram of a tea-chest bass.Do you think a tea-chest bass would be a good instrument to include in a school band? Why or why not?

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What improvements could you make to the tea-chest bass?

________________________________________________________________

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Now try this . . .

In a small group, research another popular colonial Australian instrument. Use craft materials to make a model of this instrument.

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48

Name Date




Task 45

Colonial Australia

Rank

1

2

3

4

Ranked in this position because . . .Colonial person

Think about the lives of convicts, domestic servants, gold diggers and squatters. Rank these different people from those you think had the easiest life to those with the most difficult life. The person with the easiest life should go at the top, and the person with the most difficult life at the bottom.

Draw a portrait of each colonial person.

Explain why you have chosen to rank the people in this way.

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www.macmillan.com.au Samantha Frappell

Activities to switch on thinking skills!Activities to switch on thinking skills!

45 photocopiable pages

ages

10+At last, here is a practical resource that cross-references multiple intelligences with critical and creative thinking skills! Each title in the Thinking Themes series contains a set of ready-to-use activities built around a popular topic. Each activity is linked to both an intelligence and a thinking skill.

Use the activities as a library learning centre, or add them to an integrated unit. However you use the series, it will enable you to teach to your students’ strengths and develop their weaker intelligences, while consciously and systematically incorporating thinking skills into your program.

The perfect partner . . .

Each title in the Thinking Themes series can stand alone. Or use it as a companion to the Macmillan Library series.

ISBN

978

1 4

202

9390

6

ISBN

978

1 4

202

9362

3

ISBN

978

1 4

202

9364

7IS

BN 9

78 1

420

2 93

63 0

ISBN

978

1 4

202

9365

4

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thinking themes: colonial people ages 10+

Documents

thinking themes series

creative thinking skills

colonial australia

macmillan library series

purposes of study

australian copyright

educational institutions

colonial people ages